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Retention strategy

The strategy for retaining students and course participants at Kolding Gymnasium is based on cooperation between students and staff.

The starting point is a positive school culture, where students and staff work together to create and maintain a good environment for schooling, both academically and socially, individually and collectively, as expressed in the school's Culture Pact. We do this based on the belief that students who feel good (academically and socially) are more likely to finish their education.

In their efforts to retain students, those involved work according to the motto that we treat students differently in order to treat them equally. All students/course participants are different and have different backgrounds, which during the course of their education can either increase or decrease the risk of dropout; therefore, we at the school believe that we must treat each student based on the conditions that form the basis for that student's schooling.

Preventing dropouts by monitoring study activity and absences

A key element of KG's retention strategy is the school's focus on absenteeism and ongoing efforts to reduce student absenteeism.

In the 2017-2018 school year, total physical absenteeism was 8.3% and total written absenteeism was 8.7%.

It is important to emphasize that this absence includes everything from short periods of illness to long periods of chronic and/or serious illness, as well as students who have been referred to take exams under special conditions as a result of their absences. Absences among elite athletes who have been attending national team gatherings or competitions/tournaments are also included in the figure.

Absence in individual classes is monitored by student counselors and managers at various levels. In the initial phase, if a student/course participant is found to have a high level of absence, the student counselor is responsible for contacting the student/course participant – i.e., the traditional "completion guidance." Depending on the reasons for the absences, either sanctions may be imposed, if deemed relevant, or supportive measures may be implemented, if this is considered the best way to reduce absences (reduction in the amount of work for a period of time, special agreements with teachers regarding teaching, mentoring, psychological counseling, homework help, or other measures).

Only when conversations, warnings, or support measures prove ineffective does the responsible manager step into the process as the more severe sanctioning authority.

Absences are reviewed systematically at least once a month.

Preventing dropouts by paying attention to other factors

Another key element of KG's retention strategy is the school's focus on a wide range of other factors that can reduce students' chances of completing their education. These include students with diagnoses, children of substance abusers, students with physically or mentally ill parents, students with or at risk of substance abuse problems, students with disabilities, "talented students" (in sports or music/arts), etc.

In such areas, we take pride in responding and addressing the issues, even though they may be sensitive matters. Depending on the student's challenge, the school maintains close dialogue with other institutions and authorities that can contribute to varying degrees to keeping the student in education.

Similarly, student counselors and managers also receive ongoing training to build up expertise in dealing with the challenges faced by students.

Support measures for retention in everyday life

The daily work at the school includes a wide range of initiatives that are considered to contribute in various ways to retaining students at KG:

  • Good introductory courses, including interviews with managers, teachers, and student advisors
  • Many social events
  • Many types of student associations/extracurricular activities
  • Professional screenings
  • Reading guide, including screenings and various follow-up measures
  • Level division
  • Systematic work with student well-being surveys
  • Homework café
  • Participation in projects that promote retention
  • Efforts to meet students' choice of study program (including "narrow study programs")
  • Option for consultations with a psychologist
  • Cooperation between student counselors and UU
  • Teacher and student mentors.

Actors

The most important players in retention efforts are the students/course participants, as it is ultimately the individual student/course participant who must have the desire and will to complete the program.

On the school side, student counselors, SSP counselors, reading counselors, and administrators are particularly involved in this work, but all employees are involved insofar as they have a duty to both respond if they notice that a student is not thriving and to contribute to retention where possible.